Most of the studies establishing factors affecting digital text and multimedia comprehension have been conducted in controlled conditions. The present study sought to test and extend the modality and seductive details effects, and the role of verbal ability and working memory capacity, to a remote, self‐paced, E‐learning scenario. Two hundred and thirteen first‐year undergraduates read or watched videos about scientific expository content in three formats: digital text (written expository texts, navigated in seven screens), presentation video (audio explanation, with written keywords), and presentation video with dynamic decorative images (audio explanation, written keywords, and dynamic decorative and irrelevant images). In a face‐to‐face session, they completed working memory and verbal ability tests. Comprehension performance was similar for the three conditions. For the multimedia videos with dynamic decorative irrelevant images, comprehension depended on working memory capacity. Verbal ability was relevant for both expository text and videos.

中文翻译：

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电子学习中的多媒体多媒体理解：演示格式，口头表达能力和工作记忆能力

建立影响数字文本和多媒体理解因素的大多数研究都是在受控条件下进行的。本研究试图测试和扩展模态和诱人的细节效果，以及言语能力和工作记忆能力的作用，并将其扩展到一个远程，自定进度的电子学习场景。213名一年级本科生以三种格式阅读或观看了有关科学说明内容的视频：数字文本（书面说明文本，在七个屏幕中导航），演示视频（音频说明，带有书面关键字）和具有动态装饰的演示视频图片（音频说明，文字关键字以及动态的装饰性和无关图片）。在面对面的会议中，他们完成了工作记忆和语言能力测试。三种情况下的理解能力相似。对于带有动态装饰无关图像的多媒体视频，理解力取决于工作存储容量。语言能力与说明文字和视频都相关。